港灣生産性․附加價値生産性․收益性 間의 關聯性 實證硏究

Abstract An Empirical Study on the Relationship of Port Productivity and Value-added Productivity & Profitability by the Busan Port Seung Hoon, Hyun Department of Port Logistics Graduate School of Marine Finance & Logistics Korea Maritime And Ocean University Recent global economy recession and China's moderate economy growth pose the threat of a financial crisis. However, the trading volumes are rapidly increased amid fears the economic crisis making international trade have its significance and values gradually. Against the backdrop, shipping lines make all out effort to improve trade competitiveness with ultra large container vessels and ultra speediness in response to potential demand in the future. When it comes to vessel operation, the punctuality is a critical element of shipping lines operating liners. In order to achieve punctuality, unloading process should proceed smoothly and without interruption in container terminals. Therefore, container terminals put relentless effort to increase productivity seeking continuous improvement in punctuality. Through a management analysis between Busan New Port and North Port, this study clarified correlation among port productivity, value-added productivity and profitability of terminal operators. It showed us the fact that port productivity is critical indicator to determine the value of a business, terminal operation. In addition, this study aimed to put forward methodologies to enhance port productivity with correlation between development indicators. With analyzing indicators among port productivity, value-added productivity and profitability, it performed T-Test analysis and conducted a Pearson correlation coefficient in order to verify the hypothesis. In short, the result of the analysis as shown hereunder. First, as the result of correlation analysis on port performance indicators, it proved that the indicators have closer correlations among them. Second, by clarifying the correlation between port productivity and value- added productivity, it confirmed that there are numerous similar productivity indicators since the port productivity and value-added productivity are partially related as well. Third, in accordance with the result of analysis on the correlation between port productivity and profitability indicators, the profitability indicator has only close correlation with NBP (Net Berth Productivity) and GBP (Gross Berth Productivity) indicators. Therefore, this analysis tells us the fact that the profitability indicator doesn’t directly affect port productivity of terminal operators. It is significant and meaningful research to lay a foundation to find correlation with port productivity through analysis on port productivity and management indicators that have not been explicitly and theoretically studied ever before. It is a priority for terminal operator to increase port productivity in order to enhance profitability. This study showed us that traditional port productivity indicators don’t incorporate business value of terminal operators. Especially, it confirmed that it is necessary to replace or improve traditional port productivity indicator focusing on volume with suggesting new performance indicator incorporated value-added productivity for evaluating port value. This study presented results from comparison between port productivity and value-added productivity indicators in Busan port, which the issue had never been studied before. Through comparison and analysis, it clarified that port productivity is critical to evaluate value of terminal operation in Busan port. However, limits in this study are as follows. First, this study was performed by taking 9 container terminals only as the study object, so, therefore, the possibility cannot be excluded that selection bias of sample distribution might have influenced the research results. Second, it also cannot be denied that business analysis used in this study is still insufficient to cover all matters. The business analysis stemmed from the financial statements based on only quantitative factors amid turmoil in the container terminal operating industry in Busan New Port and North Port. In addition the figures and ratio involved in financial statements is just a part of information on financial status. Third, there is a limit in this study to include comprehensive results causing from the selection bias of sample distribution as major indicators such as value-added productivity and profitability indicators used for business analysis on terminal operators. It is considered that, for the time to come, an additional or supplementary study should be carried out to supplement the limits of this study, by performing multilateral analyses on decisive factors of the finance of Korean ports including Gwang-yang and In-cheon ports, while reflecting more numerous productivity indicators and financial ratio analysis to put forward effective methodologies for increasing productivity.目 次 第1章 序 論 第1節 硏究의 背景과 目的 第2節 硏究內容과 硏究方法 第2章 컨테이너터미널 生産性의 理論的 背景과 先行硏究 第1節 컨테이너터미널 槪要 第2節 컨테이너터미널 生産性 槪念과 測定指標 第3節 港灣生産性에 關한 先行硏究 檢討 第3章 國內外 港灣環境變化와 釜山港 컨테이너터미널 現況 第1節 國內外 컨테이너 物動量 推移 1. 世界 컨테이너港灣 物動量 2. 國內 컨테이너港灣 物動量 第2節 釜山港 컨테이너터미널 現況 1. 年度別 處理 物動量 2. 施設 裝備 現況 3. 生産性 現況 4. 世界 主要 港灣 生産性 現況 比較 第3節 釜山港 컨테이너터미널 經營實態 分析 1. 財務狀態 推移分析 2. 年度別 經營實態 分析 第4章 釜山港 컨테이너터미널의 港灣生産性 ․ 附加價値生産性 ․ 收益性과의 關聯性에 關한 實證分析 第1節 分析模型의 設計와 方法論 1. 分析模型과 假說 設定 2. 變數의 操作的 定義와 測定 3. 資料蒐集과 分析方法 第2節 分析結果와 假說檢定 1. 港灣生産性 差異檢定 2. 附加價値生産性 差異檢定 3. 財務比率 差異檢定 4. 港灣生産性 指標 間의 相關關係 分析 結果 5. 港灣生産性과 附加價値生産性 間의 相關關係 分析 結果 6. 港灣生産性과 收益性 間의 相關關係 分析 結果 7. 假說檢定結果 第5章 結論과 示唆點 第1節 分析結果의 要約 第2節 硏究結果의 示唆點 第3節 硏究의 限界와 向後 硏究課題 參考文

The Effects of Negative Emotions on Academic Behavioral Regulation in Academic Failure Situation

학위논문(석사)--서울대학교 대학원 :사범대학 교육학과,2019. 8. 신종호.In this study, negative emotions were divided into shame and anger in the failure situation, and the effect of these two emotions on academic behavioral regulation was examined, and the moderating effect of academic self-efficacy and achievement goal-orientation was checked. All learners want to avoid failure in school. However, all learners cannot always experience success. For learners, failure is something they will have to encounter someday. This suggests that there is a need for consideration of how learners can react constructively to the failure situations they face. What is needed to overcome the failure situation is constructive self-regulation, which is a continuation of challenges and efforts. In general, failure causes negative emotion and negatively affects learners' motivation and performance. Emotions play a important role in academic situations, and many prior studies report the negative effects of negative emotions. However, not all individuals, and not all negative emotions, have always had negative effects. First, the effects of negative emotions can vary depending on individual characteristics. Second, even if it contains negative sentimentality, the effect of it on learning can vary depending on which discrete emotion is triggered. However, many prior studies have shown the following limitations. First, many emotion studies did not pay attention to academic failures and often did not use emotion measurement tools to suit academic situations. Second, there was a lack of consideration about what personal characteristics affected the effect of emotions. Third, in many prior studies, emotions were divided into positive and negative emotions, but discrete emotions were not considered sufficient. Therefore, in this study, I investigated the effect of two emotions on academic behavioral regulation after classifying negative emotion into shame and anger based on academic failure situation. The other purpose of this study was to examine the effect of self-efficacy and achievement goal orientation in the process. This study involved 320 sixth graders from two elementary schools. The whole process was done with a paper questionnaire, and the failure situation was manipulated through a scenario. Participants first measured self-efficacy and achievement goal orientation, and then provided two test failure scenarios to induce immersion. Finally, participants answered the question of academic emotions and academic behavioral regulation in that scenario. The two scenarios used in this study were identified as inducing shame and anger, each consisting of three preliminary experiments. Shame is caused by the recognition that the cause of failure lies with him, so shame-inducing scenarios are constructed by emphasizing that the cause of failure is not external. Conversely, anger was formed by stating that the failure situation of the scenario was in teacher unfairness, as it was caused by the perception that the cause of failure was in others. 258 people were used for the analysis in Scenario 1 (shame-inducing scenario) and 241 for Scenario 2 (anger-inducing scenario), except for missing values, insincere responses, and unmanipulated cases. The collected data was analyzed through the SPSS 18.0 and Hayes Process Macro. Research has shown, first, the positive main effect of shame emotions on behavioral regulation. That is, the higher the shame emotion was induced in the failure situation, the more tendency to regulate behavior for the next test. In addition, there was an interaction between shame and self-efficacy, shame and mastery-avoidance goal. The effect of shame on behavioral regulation was moderated by self-efficacy and mastery-avoidance goals. Analysis of the moderating effects through the Hayes Process Macro showed that in groups whose self-efficacy and mastery-avoidance goal were above average, the higher the shame, the more likely they were to regulate behavior. In addition, the effect of shame on behavioral regulation was greater in groups with +1 standard deviation than in groups with average self-efficacy and mastery-avoidance goals. On the other hand, it was found that the self-efficacy and mastery-avoidance goals were not significant in the group of -1 standard deviations. Second, unlike the feeling of shame, the main effect of anger emotions in behavioral regulation was not significant. In other words, anger emotion in the failure situation has not been shown to have an effect on behavioral regulation. However, the interaction between anger, performance-approach goal, anger and performance-avoidance goal was shown to be significant. First, for performance-approach goal, the interaction was significant, but the moderating effect of performance-approach goal was not significant within the scope of the data. For a performance-avoidance goal, the moderating effect was shown to be significant and the effect was found in the group where the performance-avoidance goal was -1 standard deviation. It was advantageous for students with low performance-avoidance goal to feel high in anger. On the other hand, students with extremely high performance-avoidance goal were more likely to feel less anger. The academic significance of this study is as follows. First, it confirms the role of emotions in the test situation that has been neglected. Many previous studies have analyzed only the emotions in the classroom and learning situations. However, the test situation is a very important and sensitive issue for learners. In this study, it is meaningful to confirm the role of emotion in the test situation that has been neglected in the meantime, and at the same time to broaden the understanding of the sensitive part of the domestic learners. Second, the effects of negative emotions were revealed by individual characteristics. In other words, it was confirmed that the effects of negative emotions were not consistent but different according to personal characteristics such as self-efficacy and achievement goal orientation. Third, this study verified that all negative emotions did not show the same effect, but showed different patterns according to individual emotions. The educational implications of this study are as follows: First, the results of this study suggest implications for what kind of emotions will be induced to lead the failure situation constructively. According to the reason why the learner perceived the failure, different individual emotions were induced and their effects were also different. The results of this study suggest that in order to lead to more constructive behavioral regulation for later learning, it is necessary to find the cause of failure rather than others in the environment. Second, it implies the importance of academic self-efficacy and achievement goal orientation, and also indicates the necessity of intervention in educational environment. In order to show constructive effects of negative emotion, high self-efficacy or low performance avoidance goal should be assumed, and these personal characteristics are factors that can be changed according to situation, experience and environment. This suggests that appropriate educational intervention is needed to ensure that learners are able to cope with failure situations.본 연구에서는 실패상황에서 부정 정서를 수치심과 분노로 구분하고, 이 두 정서가 학업적 행동조절에 미치는 영향에 대해 살펴보는 한편, 학업적 자기효능감과 성취목표지향성의 조절효과에 대하여 확인하였다. 학습자들은 누구나 학업상황에서 실패를 피하고 싶어한다. 그러나 모든 학습자가 언제나 성공만을 경험할 수는 없다. 학습자에게 있어 실패상황은 언젠가 마주칠 수 밖에 없는 것이기도 하다. 이러한 사실은 학습자들이 직면한 실패상황에서 어떻게 건설적으로 반응할 수 있는가에 대한 고려가 필요함을 시사한다. 그리고 실패상황을 극복하기 위해 필요한 것은 긍정적인 자기조절이며, 이는 계속해서 도전과 노력을 지속하는 것을 말한다. 일반적으로 실패상황은 부정 정서를 유발하고, 학습자들의 동기 및 수행에 부정적인 영향을 미친다. 학업상황에서 정서는 중요한 역할을 하는 기제로 많은 선행연구에서는 부정 정서가 학습에 미치는 부정적인 영향에 대해 보고하고 있다. 그러나, 모든 개인에게 그리고 모든 부정 정서가 언제나 부정정인 영향을 미치는 것은 아니다. 첫째로, 개인특성에 따라 부정 정서의 영향은 다르게 나타날 수 있다. 둘째로, 부정적인 정서가를 포함하고 있더라도, 유발된 정서가 어떤 개별정서냐에 따라서도 그것이 학습에 미치는 영향은 다르게 나타날 수 있다. 그러나 많은 선행연구들은 다음과 같은 한계점을 보이고 있다. 첫째, 많은 정서 연구들은 학업 실패상황에 관심을 두지 않았으며, 학업상황에 적합한 정서 측정 도구를 사용하지 않은 경우가 많다. 둘째, 정서의 효과에 있어 어떤 개인특성이 어떤 영향을 미치는지에 대한 고려가 부족하였다 셋째, 정서를 긍정정서와 부정 정서로 양분할 뿐, 개별정서에 대한 고려가 부족하였다. 이에 따라 본 연구에서는 학업 실패상황을 기반으로 부정 정서를 수치심과 분노로 나누어 두 정서가 학업적 행동조절에 미치는 영향에 대해 살펴보았다. 또한 그 과정에서 자기효능감과 성취목표지향성의 조절효과에 대하여 확인하였다. 본 연구에는 초등학교 2개교에서 초등학생 6학년 320명이 참여하였다. 모든 과정은 페이퍼로 구성된 설문지로 진행되었으며, 실패상황은 시나리오를 통해 조작되었다. 참여자들은 학업적 자기효능감 및 성취목표지향성을 먼저 측정하였고, 이후 참여자들에게는 2개의 시험 실패상황 시나리오를 제공하여 몰입하도록 유도하였다. 마지막으로 참여자들은 그 시나리오 상황에서 느끼는 학업 정서와 학업적 행동조절 문항에 답하였다. 본 연구에서 사용된 2개의 시나리오는 각기 수치심과 분노를 유도하는 것으로 구분되었으며, 3차례의 예비실험을 거쳐 구성되었다. 수치심은 실패원인이 자신에게 있다고 인식할 때 유발되므로, 수치심 유발 시나리오는 실패상황의 원인이 외부에 있지 않음을 강조함으로써 구성되었다. 반대로, 분노는 실패원인이 타인에게 있다고 인식할 때 유발됨에 따라, 시나리오의 실패상황이 교사의 불공정함에 있음을 명시함으로써 구성되었다. 결측값과 불성실한 응답, 그리고 조작이 되지 않은 경우를 제외한 결과, 시나리오 1(수치심 유발 시나리오)의 경우 258명이 분석에 사용되었고 시나리오 2(분노 유발 시나리오)의 경우, 241명이 분석에 사용되었다. 수집된 자료는 SPSS 18.0와 Hayes Process Macro를 통해 분석하였다. 연구결과, 첫째, 행동조절에 있어 수치심 정서의 정적 주효과가 나타났다. 즉, 실패상황에서 수치심 정서가 높게 유발될수록 다음 시험을 위해 더 행동조절을 하려는 경향이 나타났다. 또한, 수치심과 자기효능감, 수치심과 숙달회피목표의 상호작용이 나타났으며, 수치심이 행동조절에 미치는 영향을 자기효능감과 숙달회피목표가 조절하였다. Hayes Process Macro를 통해 조절효과를 분석한 결과, 자기효능감과 숙달회피목표가 평균 이상인 집단에서는 수치심이 높을수록 더 행동조절을 하려는 경향이 나타났다. 또한, 자기효능감과 숙달회피목표가 평균인 집단보다 +1 표준편차인 집단에서 수치심이 행동조절에 미치는 영향이 더 크게 나타났다. 반면, 자기효능감과 숙달회피목표가 -1 표준편차인 집단에서는 수치심의 영향의 유의하지 않은 것으로 나타났다. 둘째, 수치심 정서와는 달리 행동조절에 있어 분노 정서의 주효과는 유의하지 않았다. 즉, 실패상황에서 분노 정서는 행동조절에 영향을 미치지 않는 것으로 나타났다. 그러나, 분노정서와 수행접근목표, 분노 정서와 수행회피목표의 상호작용이 유의한 것으로 나타났다. 먼저 수행접근목표의 경우 상호작용은 유의하였으나 수행접근목표의 조절효과는 데이터 범위 안에서 유의하지 않은 것으로 나타났다. 수행회피목표의 경우 조절효과가 유의한 것으로 나타났으며, 수행회피목표가 -1 표준편차인 집단에서 그 효과가 발견되었다. 수행회피목표가 낮은 학생들은 분노정서를 높게 느끼는 것이 행동조절에 유리하였다. 한편, 수행회피목표가 극단적으로 높은 학생들은 반대로 분노정서를 낮게 느끼는 것이 더 유리하게 작용하였다. 본 연구의 학문적 의의는 첫째, 그동안 소홀히 연구되었던 시험 상황에서 정서의 역할을 확인하였다. 많은 선행 연구들은 수업, 학습상황에서의 정서만을 대상으로 삼아 분석하였다. 그러나, 시험상황은 학습자들에게 매우 중요하면서도 민감한 사안이다. 본 연구에서는 그동안 소홀히 연구되었던 시험 상황에서 정서의 역할을 확인함과 동시에 국내 학습자들이 민감하게 반응하는 부분에 대한 이해를 넓히는데 그 의의를 가진다. 둘째, 부정 정서의 효과에 있어 개인특성에 따른 차이를 밝혔다. 즉, 부정 정서의 영향이 일관적인 것이 아니라 자기효능감 및 성취목표지향성과 같은 개인특성에 따른 차이가 있음을 확인하였다. 셋째, 본 연구는 모든 부정 정서가 동일한 효과를 보이는 것은 아니며, 개별정서에 따라 서로 다른 패턴을 보이고 있음을 검증하였다. 본 연구의 교육적 시사점은 다음과 같다. 첫째, 본 연구의 결과는 실패상황을 건설적으로 이끌기 위해서 어떤 정서가 유도되는 상황을 만들어줄 것인지에 대한 시사점을 제시한다. 학습자가 인식한 실패의 원인에 따라 다른 개별정서가 유도되며, 그 효과 또한 다르게 나타났다. 본 연구의 결과는 이후 학습을 위해 보다 건설적인 행동조절을 이끌기 위해서는 실패 원인을 타인보다는 자신 내부에서 찾을 수 있는 환경이 필요함을 말해준다. 둘째, 학업적 자기효능감과 성취목표지향성의 중요성을 암시하는 한편, 그것에 개입하는 교육적 환경의 필요성을 말해준다. 부정 정서가 건설적 효과를 보이기 위해서는 높은 자기효능감 혹은 낮은 수행회피목표가 전제되어야 하며, 이런 개인특성들은 상황, 경험 및 환경에 따라 변화될 수 있는 요인들이다. 이는 학습자들이 실패상황에 잘 대처할 수 있도록 하기 위해 적절한 교육적 개입이 필요함을 시사한다.Ⅰ. 서론 1 1. 연구의 필요성 및 목적 1 2. 연구문제 6 3. 주요 변인의 설정 및 정의 7 Ⅱ. 이론적 배경 9 1. 실패 9 2. 정서 12 가. 정서 12 나. 학업정서 15 다. 부정 정서 19 라. 부정 정서와 학습 23 3. 자기효능감 27 4. 성취목표지향성 32 5. 행동조절 37 Ⅲ. 연구방법 41 1. 연구대상 41 2. 연구절차 42 3. 연구도구 44 4. 분석방법 50 Ⅳ. 연구결과 51 1. 기술통계 및 상관분석 51 2. 연구문제1 54 3. 연구문제2 58 Ⅴ. 논의 및 결론 61 1. 논의 및 시사점 61 2. 추후 연구에 대한 제언 69 참고문헌 71 부록 91 Abstract 105Maste